There is now widespread recognition of the changing nature of students in higher education: they come from a wider sphere of the community; they are busier with work and family commitments outside their study; and they demand greater flexibility and support during their programs. This paper reports on recent research into the impact of web-based lecture technologies (WBLT) which indicates that, while many academics recognize the changing nature of their learners and the sector generally, many have not changed their curriculum to meet these demands. The central premise in this paper is that while many academics are concerned that WBLT have impacted on students’ learning and overall results, the technologies have really just provided a lens with which to view several emerging issues: new roles for students, including the blurring of traditional lines between internal and external study patterns ; new roles for lecturers, including integrating technologies into curriculum design ; and new roles of lectures in technology rich environments.